The testlet design is very popular in educational and psychological assessments. This article proposes a new cognitive diagnosis model, the multiple-choice cognitive diagnostic testlet (MC-CDT) model for tests using testlets consisting of MC items. The MC-CDT model uses the original examinees' responses to MC items instead of dichotomously scored…

Cognitive diagnosis models (CDMs) are the statistical framework for cognitive diagnostic assessment in education and psychology. They generally assume that subjects' latent attributes are dichotomous--mastery or nonmastery, which seems quite deterministic. As an alternative to dichotomous attribute mastery, attention is drawn to the use of a…

A test battery with two different levels of adaptation is presented: a within-subtest level for the selection of the items in the subtests and a between-subtest level to move from one subtest to the next. The battery runs on a two-level model consisting of a regular response model for each of the subtests extended with a second level for the joint…

In order to evaluate the effect of a policy or treatment with pre- and post-treatment outcomes, we propose an approach based on a transition model, which may be applied with multivariate outcomes and accounts for unobserved heterogeneity. This model is based on potential versions of discrete latent variables representing the individual…

Questionnaires are by far the most common tool for measuring noncognitive constructs in psychology and educational sciences. Response bias may pose an additional source of variation between respondents that threatens validity of conclusions drawn from questionnaire data. We present a mixture modeling approach that leverages response time data from…

We propose a new item response theory growth model with item-specific learning parameters, or ISLP, and two variations of this model. In the ISLP model, either items or blocks of items have their own learning parameters. This model may be used to improve the efficiency of learning in a formative assessment. We show ways that the ISLP model's…

Standard item response theory (IRT) models have been extended with testlet effects to account for the nesting of items; these are well known as (Bayesian) testlet models or random effect models for testlets. The testlet modeling framework has several disadvantages. A sufficient number of testlet items are needed to estimate testlet effects, and a…

The adaptive learning problem concerns how to create an individualized learning plan (also referred to as a learning policy) that chooses the most appropriate learning materials based on a learner's latent traits. In this article, we study an important yet less-addressed adaptive learning problem--one that assumes continuous latent traits.…

Understanding whether or not different types of students master various attributes can aid future learning remediation. In this study, two-level diagnostic classification models (DCMs) were developed to represent the probabilistic relationship between external latent classes and attribute mastery patterns. Furthermore, variational Bayesian (VB)…

A multidimensional Bayesian item response model is proposed for modeling item position effects. The first dimension corresponds to the ability that is to be measured; the second dimension represents a factor that allows for individual differences in item position effects called persistence. This model allows for nonlinear item position effects on…